
- •О. М. Ільченко
- •Introduction 3
- •4 Introduction
- •Позначення, якi зустрiчаються у книзi
- •Contents
- •Introduction
- •6 Contents
- •8 Chapter 1
- •Types of Science Products
- •10 Chapter
- •12 Chapter 1
- •Grammar: articles and their usage
- •General usage of articles:
- •14 Chapter 1 articles used with certain expressions
- •Articles with proper names
- •16 Chapter 1
- •18 Chapter 1
- •20 Chapter 1
- •22 Chapter 1
- •Noteworthy
- •24 Chapter 2
- •26 Chapter 2 grammar: expression of quantity.
- •I. Large quantity
- •Other expressions denoting large quantity:
- •II. Small quantity
- •28 Chapter 2
- •Other expressions:
- •Mind other expressions:
- •30 Chapter 2
- •Borrowed plural forms:
- •32 Chapter 2
- •By learning the prefixes you will understand the meaning of words.
- •34 Chapter 2
- •36 Chapter 2
- •38 Chapter 2
- •Noteworthy
- •40 Chapter 3
- •42 Chapter 3 grammar: system of tenses
- •44 Chapter 3 simple future (Future Indefinite)
- •46 Chapter 3
- •48 Chapter 3
- •Sequence of Tenses (Reported Speech)
- •50 Chapters 3
- •52 Chapter 3
- •Comment on these graphs:
- •54 Chapter 3
- •56 Chapter 3
- •Noteworthy
- •58 Chapter 4
- •60 Chapter 4
- •Grammar: structure of english sentence
- •62 Chapter 4
- •Logical connectors
- •64 Chapter 4
- •Exemplification
- •Summary
- •Contrast
- •66 Chapter 4
- •Purpose
- •Concession
- •68 Chapter 4 reason, cause and effect (result)
- •Expression of comparison
- •70 Chapter 4
- •Double comparative
- •Irregular formation
- •72 Chapter 4
- •74 Chapter 4
- •76 Chapter 4
- •78 Chapter 4
- •80 Chapter 4 Noteworthy
- •82 Chapter 5
- •84 Chapter 5 grammar: mood. Expression of conditions
- •Semantic types of conditional sentences
- •Real conditions
- •Unreal conditions
- •86 Chapter 5
- •Other expressions denoting conditions:
- •88 Chapter 5
- •90 Chapter 5
- •92 Chapter 5
- •94 Chapter 5
- •96 Chapter 5
- •Internet
- •98 Chapter 6
- •100 Chapters
- •102 Chapters grammar: modal verbs and their equivalents (phrasal modals)
- •Modal verbs
- •104 Chapter 6
- •106 Chapter 6
- •108 Chapter6
- •110 Chapter 6
- •Acronyms and Initialisms
- •112 Chapter 6
- •114 Chapter 6
- •Noteworthy
- •116 Chapter 6
- •Interactive Multimedia English Suffixes
- •118 Chapter 7
- •Translate Ukrainian sentences, then match the two columns:
- •120 Chapter 7 grammar: the passive voice
- •Subject object
- •The passive is usually used:
- •1. Indirect Passive:
- •2. Prepositional Passive
- •122 Chapter 7 Other ways of expressing passive:
- •The passive is usually found with the following verbs and set phrases:
- •124 Chapter7
- •126 Chapter 7
- •Adjective suffixes
- •Verb suffixes
- •Noun suffixes
- •1. Make nouns from these words:
- •2. Make verbs from these words:
- •3. Make adjectives from these words:
- •128 Chapter7
- •Noteworthy
- •134 Chapter 8 grammar: verbals (Non-Finite Forms of the Verbs) participle
- •Verbals are:
- •Participle
- •Perfect Participle
- •Participles in a Sentence (a,b,c)
- •136 Chapters
- •Participal constructions
- •138 Chapters other constructions
- •140 Chapter 8
- •142 Chapter 8
- •144 Chapter 8
- •Noteworthy
- •146 Chapter 8
- •Alchemy
- •148 Chapter 9
- •Fossil fuels
- •150 Chapter 9
- •152 Chapter 9
- •154 Chapter 9 Constructions with the Infinitive
- •156 Chapter 9
- •158 Chapter 9
- •1. Green Products
- •160 Chapter 9
- •162 Chapter 9
- •164 Chapter 9
- •Noteworthy
- •166 Chapter 10
- •168 Chapter 10
- •Are used with the following verbs:
- •Use gerund with the following expressions
- •170 Chapter 10
- •Constructions with gerund
- •172 Chapter 10
- •174 Chapter 10
- •I scored highest in _____________________________________
- •I scored second highest in _______________________________
- •Intelligent manufacturing system
- •176 Chapter 10
- •178 Chapter 10
- •Noteworthy
- •180 Chapter 10 uNscientifically speaking... Theorem:
- •It doesn't matter if something I buy turns out to be a mistake and unreturnable, because three years ago I found fifty dollars on the street, so that balances everything out!
- •182 Chapter 11
- •How to Speak in Public
- •184 Chapter 11 grammar: emphasis
- •186 Chapter 11
- •188 Chapter 11
- •The Ax Story
- •A checklist for information age
- •190 Chapter 11
- •192 Chapter 11
- •194 Appendix I
- •Initiate the discussion
- •II about you
- •196 Appendix II
- •198 Appendix III
- •Abstract (a short summary of a paper)
- •За змістом та методами дослідження
- •200 Appendix IV
- •Conference mini-vocabulary
- •202 Appendix IV
- •Basic criteria regarding the level of papers
- •Registration form
- •Please complete in block letters (type or print)
- •204 Appendix V
- •Tips on resume writing
- •Types of questions
- •1. General questions
- •Verbs make and do
- •208 Appendix VIII
- •Irregular verbs
- •210 Appendix IX, X
- •Frequency scale
- •Probability scale
- •Toefl: first steps
- •Tips on Section 1
- •212 Appendix XI
- •214 Appendix XI
- •Tips on Section 2
- •Checklist for Section 2
- •216 Appendix XI
- •6. Articles and Singular/Plural Nouns
- •11. Unnecessary repetition
- •12. Parallel structures
- •13. Word order
- •Tips on Section 3
- •218 Appendix XI
- •Test of written English (twe)
- •Tips on twe
- •Sample essay
- •220 Final Test Final Test
- •120 Questions
- •I. Read the passage and choose the one best answer to each question.
- •II. Complete the following sentences
- •222 Final Test
- •224 Final Test
- •226 Final Test
- •III. Choose the one word or phrase that best keeps the meaning of the original sentence if it is substituted for the underlined word or phrase.
- •228 Final Test
- •230 Final Test
- •232 Final Test
- •234 Answer key answer key chapter 1
- •Chapter 2
- •Chapter 3
- •236 Answer key
- •Chapter 4
- •Chapter 5
- •Chapter 6
- •238 Answer key chapter 7
- •Chapter 8
- •Chapter 9
- •Chapter 10
- •Chapter 11
- •240 Answer key
- •Final test
- •241 Л1тература
- •Словники
- •Навчальне видання Ільченко Ольга Михайлівна Англійська мова для науковців
160 Chapter 9
2. Modeling the World's Climate Will global warming turn green fields into desert? Will the hole in the atmosphere's ozone layer repair itself? These are among the problems tackled by simulations on supercomputers. Climate |
||
modelers use numerical simulations and complex calculations. At the core of today's simulations of climate are the General Circulation Models (GCM). Used by scientists around the world, this method of modeling the earth's climate is based on a set of fundamental |
to tackle — to take action in order to deal with укр. працювати над розв'язанням (вирішенням) core (of) — the most important and central part of anything укр. стрижень, сутність, суть, ядро |
|
equations. The method involves dividing the atmosphere into a series of three-dimensional boxes (grid-cells or grid-points), and then solving these equations for each box. Perhaps one of the most far-reaching questions that climate modelers today are addressing is |
||
the greenhouse effect and its influence on global warming. The greenhouse effect is the tendency of certain gases in the atmosphere, notably carbon dioxide, to trap heat below |
greenhouse — укр. парник notably — especially, particularly укр. особливо ж, а надто |
|
them in the same way that glass traps heat in a greenhouse. This is a key question because it can dramatically affect environment and society. Climate modeling has its sister science, numerical forecasting of the weather in terms of temperatures, winds, and precipitation. Most of the basic formulae derive from Newton's laws, and a simple climatic model can be created from just a few equations: e.g. the second law of |
||
motion, conservation of mass, the first law of thermodynamics etc. These equations were first used to model the atmosphere in the 1920s by a British scientist, Lewis F. Richardson. He developed «computing forms» to solve them for different locations on the globe. He envisioned a large amphitheater representing |
in terms of — with regard to укр. у термінах; з точки зору; у розумінні; з урахуванням precipitation — укр. опади (метеорол.) to envision — to see in the mind as a future possibility Synonym: to foresee укр. передбачати |
|
the world, locations around the hall representing different geographic regions. A sort of «computing amphitheater» came into existence in the 1950s with the birth of the Eniac computer at Princeton University in New Jersey. Weather simulation was one of the first major problems run on this early computer and ever since then climate and weather modeling have been among the first applications transported to the «supercomputer» of each era. A primitive climate model |
||
was developed in 1956, and in the early 1960s, the first full-scale GCMs were developed. Today, there are well over two dozen of these general circulation models in the world. Researchers would like to couple other earth systems with GCM. Topography, ground and |
full-scale — укр. у повному обсязі to couple — to join together, connect укр. з'єднувати terrestrial — укр. наземний marine — укр. морський |
|
surface water hydrology, terrestrial ecosystems, marine biochemistry are all being modeled separately today and could, if coupled with today's GCMs, improve them greatly. |
Exercise 7. Discuss the following point. Give your opinion.
Concern about the way people are damaging the environment is not new. In the USA, for instance, one of the first environmentalists was Henry David Thoreau, who spent several years living in a small hut on the shore of an isolated pond. He wrote a famous book, Walden, about his experience. In his book, Thoreau recommended that men and women learn to live more simply. While Thoreau's book was praised by many people, few actually followed his advice.
Another man named John Muir helped launch the first major conservation movement. He urged that Americans set aside some parts of the country so that they would never be farmed. One of such places was one of the first national parks 'in the U.S. — the Yosemite Valley.
Chapter 9 161
Exercise 8. One result of the U.S. Environmental Protection agency (EPA) activities is labeling all products made with chlorofluorocarbon (CFC). Do you think such labeling is necessary for our country? Do you think special return and recycle programs (e.g for batteries) are a must? Discuss these points with your colleagues. |
WARNING Manufactured with CFC — 113 and/or l,l,l,Trichloroethane; these substances harm public health and environment by destroying ozone in the upper atmosphere. |
U.S. Environmental Protection Agency |
Exercise 9. Organize a round-table discussion «Put the Earth First». Use the materials provided below as possible guidelines for your discussion.
A.
Scientists are ethically obligated to make sure that his or her work is environmentally sound. It is not possible for a scientist to hide behind the claim that scientists only create things, and others determine when and how they are used. If they can damage our environment, someone may use them to the misfortune of us all. Thus, the scientists have the obligation not to create things that are harmful to the environment.
B.
Every scientist is the «end user» of some other scientist's work. Sooner or later, we all are going to realize that «we» are «they». Why not begin at the environment in the design phase of the project?
C.
We not only have a responsibility to protect the environment but to attempt to improve the world we live in through technology development. We should contribute to society in a beneficial way, and take responsibility for what we create.
D.
Scientists have a very strong ethical obligation to make sure that their work, at the "Very least, minimizes damage on the environment, and, if possible, helps protect the environment.
E.
It seems that each design or product a scientist makes can be characterized as safe or not safe. However, impacts on environment are extremely varied. For example, wind and hydropower are supposed to be environmentally benign, but we now know that they may be dangerous to birds and fish.
F.
Why stop at scientists? Everyone has an obligation to protect our environment. We all use it, we all live in it. However, scientists tend to be more educated than the average populace and therefore must consider how our creations will benefit not only humanity, but the environment as well.
G.
We should talk not of human AGAINST nature, but of human AND nature.